Increasing Statistics Learning Outcomes For Civil Engineering Students Through Problem Based Learning (Pbl) Model

The purpose of this study was to determine student learning outcomes on the material Oil and Gas (Natural Gas) taught through the Problem Based Learning (PBL) learning model in class XI MIPA-3 SMA Negeri 1 Kembang Tanjong. This study uses a descriptive qualitative approach with the type of Classroom Action Research (CAR). The data sources are students of class XI MIPA-3 SMA Negeri 1 Kembang Tanjong for the academic year 2021/2022, totaling 25 students. The criteria for each action consist of process criteria and outcome criteria. The process criteria are achieved if the student's action observation score is 80% and the result criteria is achieved if 85% of students get a score of 80 on the final action test. From the processing results, classical student learning outcomes have increased respectively by 44% and 12% with the percentage of completeness from 32% in the pre-cycle, 76% in the first cycle, and to 88% in the second cycle. The activity of teachers and students in learning by applying the Problem Based Learning (PBL) model has increased. Teacher activity increased by 16% from 77.33% to 93.33%, while student activity increased by 13.34% from 73.33% to 86.67%. Based on the results of the analysis, it can be concluded that the application of Problem Based Learning (PBL) can improve student learning outcomes on oil and natural gas (Natural Gas) materials in Class XI MIPA-3 SMA Negeri 1 Kembang Tanjong, and can also increase the activity of teachers and students in learning. by applying the Problem Based Learning (PBL) learning model.Keywords: Learning outcomes, Problem Based Learning (PBL) learning model.

<em>This study aims to investigate the application of the Problem Based Learning (PBL) model in improving student learning achievement in the Internal Combustion Engine course for second-semester students of the Mechanical Engineering Education Program, Faculty of Teacher Training and Education, Sebelas Maret University Surakarta, in the 2022 academic year. This research is a classroom action research (CAR) conducted over three cycles, with each cycle consisting of (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection, focusing on actions to improve student learning achievement in the Internal Combustion Engine course. Data collection was carried out using observation methods. The research subjects were students of the Internal Combustion Engine Course, Class A, second semester, of the Mechanical Engineering Education Program, batch 2022, with a total of 42 students. The analysis used in this study is descriptive qualitative analysis. Based on the research results, the application of the Problem Based Learning (PBL) model resulted in an improvement in student learning achievement. The study showed that the students' learning outcomes in the Internal Combustion Engine course in Class A, PTM FKIP UNS, were initially low. The data obtained showed that the percentage of all indicators in the pre-cycle was 69.52%, in the first cycle 96.67%, in the second cycle 72.02%, and in the third cycle 76%. The conclusions drawn from the analysis and discussion of the research are as follows: The application of the Problem Based Learning (PBL) model can improve student learning achievement in the Internal Combustion Engine course in the PTM FKIP UNS, second semester of the 2023 academic year.</em>

This study aims to determine the effect of Problem Based Learning (PBL) and Project Based Learning (PjBL) Learning Models on Students' Mathematical Communication Ability. The population in this study were all 8th grade students of SMP Negeri 1 Sukorejo in the 2021/2022 academic year. Samples were taken randomly as many as 3 classes, namely class A, B and D as the control class and the experimental class with simple random sampling technique. The research design used is Posttest-Only Control Design. The data collection used in this research is by observing, documenting, and giving written tests. The results of this study state that (1) There are differences in students' mathematical communication skills in learning mathematics using Problem Based Learning (PBL), Project Based Learning (PjBL) and conventional models. (2) Students' mathematical communication skills in Problem Based Learning (PBL) learning models are better than conventional learning models. (3) Students' mathematical communication skills in the Project Based Learning (PjBL) learning model are better than the conventional learning model. (4) There is no difference in students' mathematical communication skills in the Project Based Learning (PjBL) and Problem Based Learning (PBL) models.

The main problem in formal learning is that teachers carry out learning with direct learning models and lectures. The right learning model can maximize student learning outcomes and learning objectives will be achieved. This study aims to determine the effect of the Problem Based Learning (PBL) learning model on the learning outcomes of vocational high school students. This research was conducted through a literature review and relevant research results and was continued through a Focus Group Discussion (FGD). From the research it was found that there was a significant positive influence between the problem-based learning (PBL) model variable and student learning outcomes, which meant that student learning outcomes could be improved through the application of the Problem Based Learning (PBL) learning model.

Student learning achievement in mathematics lessons and using learning models are still low and not in accordance with the material. The use of models in learning must be adapted to the material to achieve satisfactory student achievement. This type of research is quantitative and aims to determine the effectiveness of learning using the Taking Stick model and Prezi's NHT assisted model on student learning achievement. The population of this research is class VII students of SMP Negeri 29 Semarang in the academic year 2017/2018. Sampling using cluster random sampling technique so that three classes were obtained randomly, namely VII A, VII B, and VII C. The design of this study was the Posttest Only Control Design. Data obtained through multiple choice test results were then processed by ANAVA test, Sceffe Test, learning completeness test and simple linear regression test. Data analysis results show that (1) there are differences in student achievement using Prezi-assisted Taking Stick learning models, Prezi-assisted NHT learning models and conventional learning models. (2) Students' learning achievement using Prezi-assisted Taking Stick models is better than conventional learning models. (3) Learning achievement of students who use Prezi-assisted NHT models is better than conventional learning models. (4) Learning achievements of students who use the Taking Stick model and Prezi-assisted NHT achieve KKM. (5) There is a correlation between student activity and learning achievement for classes that receive Prezi Talking Stick learning model and classes that receive Prezi's NHT assisted learning model.

This study aims to determine the increase in student physics learning outcomes, teacher and student activities, the teacher's ability to manage learning, as well as student responses to the application of the Problem Based Learning (PBL) models in Newton's Law material during the learning process. This type of research is Classroom Action Research (CAR). The subjects in this study were class X students of one of senior high school in Pargodungan for the 2020/2021 academic year with a total of 29 students. Data collection instruments that researchers use in research are observation sheets, tests and questionnaires where the three data are analyzed with descriptive statistics. The results showed that (1) the percentage of individual completeness as a whole increased from cycle I to cycle III, namely 69%, 80%, and 94%, and the percentage of classical completeness as a whole also increased, namely 40%, 70%, and 80%; (2) there is an increase in teacher and student activity during the learning process; (3) there was an increase in the teacher's skills in managing learning from the fairly good category with an average of 2.59 to good with an average of 3.4; (4) student responses tended to be positive where 100% of students expressed pleasure in learning using this Constructivism-Problem Based Learning model. From this study it can be concluded that the application of the Problem Based Learning (PBL) Learning Model can improve the physics learning outcomes on Newton’s Law topic.

Learning needs to accommodate the diversity of students through innovative selection of strategies or learning models that are oriented towards an independent learning curriculum. The learning model that can be applied is through differentiated problem based learning (PBL) which can meet students' learning needs. This study aims to determine the increase in student learning outcomes using a differentiated PBL model. This research uses a type of qualitative research with a descriptive approach. Sampling was carried out using the purposive sampling technique, namely the technique of determining the sample with certain considerations. Data collection techniques using tests and observation sheets. Data analysis techniques used the normality test and paired sample t-test and used the formula on the observation sheet. The results showed that learning using the differentiation model with PBL increased significantly by 83.75 and the learning process took place effectively by 78

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

This study aims to determine whether there are differences in the results of the influence of the application of the Creative Problem Solving (CPS) model, the Problem Based Learning (PBL) model and the Direct Instruction (DI) model in improving mathematical creative thinking skills in the material of quadrilaterals and triangles of class VII students of SMPN 9 Kota Jambi. Using an experimental posttest only control research design, this study involved the population of all class VII students of SMPN 9 Kota Jambi in the 2023/2024 academic year totaling 204 students from 7 classes. Through the Random Sampling technique , three classes were selected as samples, namely VII A, VII B, and VII C. Data collection was carried out using two instruments: observation sheets for the implementation of learning and evaluation tests for mathematical creative thinking skills. To analyze the collected data, statistical analysis using One way Anova showed a significance value of 0.000 which was smaller than 0.005. These findings indicate different effects of the application of the three learning models - CPS, PBL, and DI - on improving mathematical creative thinking skills. Posttest data showed that the group of students who received learning with the CPS model achieved an average score of 16.94, while the PBL group obtained an average of 16.26. Both groups showed superior results compared to the group using the DI (Direct Instruction) learning model

This research aims to determine the effect of the Problem Based Learning (PBL) learning model on student learning outcomes in the Biogeochemical Cycle sub-material in Class X SMA Negeri 1 Darangdan. This research uses a quantitative approach with a Quasi Experimental research method with a Non Equivalent Control Group Design. The population in this study were all class X students of SMA Negeri 1 Darangdan, Purwakarta Regency. The sampling technique was Purposive Sampling with a sample of class X.9 as the experimental class which took part in learning by applying the Problem Based Learning (PBL) learning model and class The variables of this research include the independent variable, namely the Learning Model (PBL Learning Model vs. Conventional Learning Model) and the dependent variable, namely student learning outcomes in the Biogeochemical Cycle sub-material in Class X SMA Negeri 1 Darangdan. The data collection technique uses the Test Method. The instrument used is a multiple choice test. Learning outcome data were analyzed using the Independent Sample T-test. Learning Results of experimental class students achieved good characteristics and the control class only achieved adequate characteristics. The mean post-test for the experimental class was 83.1 and the mean post-test for the control class was 74.04. The results of the Independent Sample t-test show the value of tcount = 3.363 > ttable = 1.989. Because tcount > ttable, Ho is rejected and H1 is accepted, which means that there is a significant difference in student learning outcomes between classes that take part in learning using the Problem Based Learning (PBL) learning model and classes that take part in conventional learning. And also the Sig value. (2-tailed) < 0.05, namely 0.001. So it can be concluded that the Problem Based Learning (PBL) learning model influences student learning outcomes.

Biology was a branch of Natural Sciences (IPA) that studies living things and life. Biology learning will be more meaningful when learning can be done outside the classroom. The results of observations conducted at Jakenan Senior High School, showed that biology learning activities more often use student textbooks. This causes students to be less active in expressing their opinions because they only listen to the teacher's explanation. One model that can be applied to the material of environmental change was the Problem Based Learning (PBL) model. This study aims to determine the effectiveness of PBL learning models on student learning outcomes and environmental care attitudes on material changes in the environment. The research population was used all students of class X Science at Jakenan Senior High School in the academic year 2017/2018. The research design used Quasi experimental with the Nonequivalent control group design. The sampling technique uses purposive. So that we got class X IPA 1 as the control of class and class X IPA 3 as the experimental of class. Cognitive learning outcomes were obtained from the pretest-posttest score. Scores of students' environmental care attitudes were obtained from the questionnaire scale of environmental care attitudes. While psychomotor learning outcomes were obtained from students' psychomotor assessment sheets. The results of the analysis of research data with t-test showed that learning outcomes and environmental care attitudes of students in the experimental of class differ significantly compared to the control of class. While the results of the n-gain test on cognitive learning results show the average value of n-gain in the experimental class was 0.68 higher than the control of class which was 0.48. The results of this study indicate that the application of the PBL model to the material of environmental change was effective towards learning outcomes and environmental care attitudes of high school students.

This study aims to a) describe the steps of applying the Problem Based Learning (PBL) model of learning in improving the responsibility and learning outcomes of second grade students of SDN Panjang 02 Ambarawa.Further, this study wanted b) to know the application of Problem Based Learning (PBL) learning model in increasing the responsibility of 2nd grade students of SDN Panjang 02 Ambarawa. Even more c) to know the application of Problem Based Learning (PBL) learning model in improving the learning outcomes of 2nd grade students of SDN Panjang 02 Ambarawa. Classroom Action Research was conducted at SDN Panjang 02 Ambarawa, data collection techniques used were observations, questionnaires, and tests. The data obtained were analyzed by using quantitative data analysis. The result of the research indicated the responsibility of the students on the initial condition no students including criteria Very Responsible, 15 students (39,5%) including Responsible, 18 students (47,4%) including Responsible enough, 5 students (13,1% %) including Unresponsible, and no students belonging to the Very Unresponsible criteria. Therefore students who are at least accountable enough 33 students with a percentage of 86.8%, then there was an increased in the final condition that there are only students who are on criteria Very Responsible 16 students (42.1%), and Responsible criteria 22 students 57.9%). So that the minimum student responsible enough increased to 38 students with 100% percentage. Results of learning conditions of the initial load of Indonesian language that completed 50% with an average value of 72.1, the first cycle increased to 55.3% with an average of 74.5, cycle II increased again to 100% with an average of 81.1 . Then on the load of PPKn the initial condition was completed 47,4% average 70,7, in the first cycle increased to 52,6% with average 80,3, then cycle II increased again to 100% with average 90 , 1. While the initial Mathematical content of 39.5% complete with an average value of 69.2, the first cycle increased to 47.4% with an average of 72, then cycle II increased again to 100% with an average of 81.6.

Learning in classes that are less interesting causes learning to be held less than optimally. This has a negative impact on mathematics learning outcomes in data presentation material. This study aims to improve students' learning achievement through the application of the Project Based Learning (PjBL) learning model. This type of research is classroom action research carried out in three cycles. Each cycle consists of planning, action implementation, observation/evaluation, and reflection stages. The subjects of this study were fourth grade students at SD Negeri 1 Ternyang, totaling 23 students. Methods of data collection using tests. The test is used to measure student learning achievement after applying the Project Based Learning (PjBL) learning model. Data analysis techniques using quantitative and qualitative descriptive analysis. The results showed that there was an increase in learning outcomes at the pre-cycle stage, student learning outcomes only reached an average of 60 with a complete learning of 30.43%, in cycle I there was an average increase of 78.26 with a completeness of 78.26%, in cycle II the average increased to 84.13 with 86.96% mastery. In cycle III the average increased to 86.08 with 96.65% mastery. So the application of the Project Based Learning (PjBL) model was able to improve the learning achievement of fourth grade elementary school students. The implications of this research are expected to have a positive impact on student achievement.

This study aims to find out The Effect of Inquiry and Problem-Based Learning (PBL) Models on Understanding of Mathematics Concepts Viewed from Student Learning Motivation. The study employed the quantitative research approach with a quasi-experimental design. Data obtained with the pattern of pretest and posttest. Based on data analysis and discussion, it was be concluded that: (1) there is an influence of Inquiry and PBL learning models on students' understanding of mathematical concepts. This is because the Inquiry and Problem-Based Learning (PBL) model syntax can help students develop their ability to understand mathematical concepts, (2) there is an effect of high learning motivation, moderate learning motivation, and low learning motivation on students' understanding of mathematical concepts after applying the learning model, (3) there is the interaction between the Inquiry learning model, the Problem-Based Learning (PBL) learning model, and Direct Instruction (DI) with learning motivation in influencing the ability to understand mathematical concepts. Therefore, mathematics teachers should pay attention to students' learning motivation towards their abilities and apply Inquiry or Problem-Based Learning (PBL) learning models that help increase students' understanding of mathematical concepts.

This research is in the background of students' low problem-solving ability so that it affects their learning outcomes because educators have not used technology-based learning models and media. The purpose of this study is to analyze the influence of the Problem Based Learning (PBL) learning model on the learning outcomes of social studies of grade IV students at SDIT Al Akhyar. The research method used was an experiment with the research design of Pre-Group Pretest-Posttest Design type. The sample of this study consisted of 18 IVA class students who were taken using random sampling techniques. The instrument used in this study is a cognitive test consisting of multiple-choice questions and essay questions. The data analysis technique used in this study is a t-test (Paired simple t-test) with the result of tcount > ttable, namely 9.492 > 2.110 with sig (2-tailed) < α 0.05, meaning that Ha is accepted and H0 is rejected. Therefore, it can be concluded that there is an influence of the Problem Based Learning (PBL) model on the learning outcomes of IPAS students in grade IV of SDIT Al Akhyar.